Abstract
This paper evaluates the reasons for non-parental child care in today's day and age due to demographic changes in the structure of the family and the need for mother's to work. It examines the results of several surveys on the direct effect of this type of care on child development and outlines the options which are available to families who are concerned for their child's early development, but are also in need of two incomes.

From the Paper
"Historical changes in family and economic trends have created the need for non-parental child care through a number of different societal changes. The move of families from the farms to urban settings and increased school attendance for children resulted in a reduced need for the mother to remain at home. Over time more women have been joining the work force, which has lead to an increase of financially independent women as well as less financial interdependence between wives and husbands. Society has also witnessed increased levels of divorce and children born out of wedlock. These changes in social trends have resulted in the majority of children living in one parent families or dual-earner families, which has consequently created an increased number of children requiring non-parental care for a large portion of each working day (Hernandez, 1995.)"

Tags:mother, work, force, child, care, facility, environment, society

Abstract
This paper begins by introducing Vygotsky in a personal and historical context. The paper then explores Vygotsky as an educational theorist and his three main theories in relation to child development ( Zone of Proximal Development, Language, and Social-Cultural Interaction.) Finally, the essay covers examples of Vygotsky's theories within a classroom setting, as well as implications and lasting results from his work.

From the Paper
"Vygotsky's theories can be categorized into three major areas: zone of proximal development, language, and social interactions. The zone of proximal development also referred to as ZPD, "is the distance between the most difficult task a child can do alone and the most difficult task a child can do with help" (Chapter 5: Lev Vygotsky, 82). Children that are learning a new concept can benefit from the interaction with a teacher or classmate. This process is referred to as scaffolding; when adults and peers help a child reach a new concept or skill by giving supporting information. "

Tags:child, development, language, piaget, proximal, social, zone

Abstract
This paper is a study of children's behaviour in kindergarten. It includes situations they face, a detailed analysis of their behavior and a plan of how to deal with their behavior, all written by whom they were observed. This paper describes the observations that the author made as well as his conclusions regarding the children's behaviour.

From the Paper
"Observed Behavior: It is playtime, and two of the girls are at the art center having a conversation, during which they both decide that they want to do the same thing with the materials. Abby decides that if they share the piece they will both be happier. Heaven does not think that this is a good idea, for she had the piece of material first, so she argues with Abby telling her that whoever had it first gets the siding (the piece of material). Then as they are fighting, and I think that intervention will be needed, Abby decides to explain the concept of sharing to Heaven and then asks her if she understands. Heaven slowly but surely, nods her head ?yes.? They cut the piece, the person who did not actually cut, got to choose which piece of the siding she wanted in order to make it fair. Then afterwards when I came back, both girls were playing happily."

Tags:analysis, behavour, children, educations, observation, observations, plan

Abstract
This paper examines the relationship between reading acquisition and reading skills and the degree of parental involvement in a child's education. This includes participation in homework assignments, attendance at school functions, beliefs about their children's abilities, and how parents emphasize different aspects of a problem in their instruction, depending on their perceptions of the nature of the task and of their children's competencies in reading acquisition and reading skills. The paper includes relevant tables and figures.

From the Paper
"Although it is well established that parents play a critical role in both their children's academic achievement and their children's socioemotional development, the most basic reason to involve parents in education is student success (Greenfield & Hecht, 2001). According to Sherlie A. Anderson (2000), parental involvement is "any interaction between a parent and child that may contribute to the child's development or direct parent participation with a child's school in the interest of the child" (p. 61). Anderson notes that there are two types of parental involvement in the reading acquisition process. The first type she describes as "surface involvement"; this level involves one or both parents going to the child's school to volunteer with administrative tasks or supervising children; the second type of involvement consists of the parents working directly with children (under a teacher's supervision) in reinforcing important reading skills. "Parents are a resource that must be tapped to the fullest. They do not replace teachers, but they help fill in the gaps created by staff cutbacks. Parents can be used in a variety of meaningful ways in reading programs" (Anderson, 2000, p. 63). Further, parents stand to gain economically by helping their children learn how to read and succeed academically. According to Nabil Ibrahim, Rose-Marie Weber, and Joann Yaworski (2000), when students arrive at college ill-prepared for the rigors of higher education, it frequently results in remedial classes, lower grades, frustrated students (and parents) and consequentially higher drop-out rates. "It is certainly a concern for those parents who shoulder the high costs of tuition, room and board, and transportation for four years. In addition to students and parents, student success impacts professors and administrators at tuition driven institutions because of its potential effects on retention" (Ibrahim, Weber &Yaworski, 2000, p. 196)."

Tags:academic, computer, esl, literacy

Abstract
The paper focuses on Lev Vygotsky's theory of child development that examines the relationship between the child and his social environment and how they collaborate to mold cognition in culturally adaptive ways. The paper discusses two important concepts of Vygotsky's theory; the zone of proximal development and scaffolding. The paper discusses the importance of young children's interactions with adults and more competent peers in the development of cognition and the relationship between thought and language. The paper also looks at the implications for educators of young children.

From the Paper
"Vygotsky's theory of child development, often referred to as sociocultural theory, examines the relationship between the child and his social environment, and how they collaborate to mold cognition in culturally adaptive ways (Berk, 1997). While Vygotsky held similar views of Piaget's theory of development, in which children are active seekers of knowledge, Vygotsky did not view them as the sole constructivists of their own learning. Rather he stressed the importance of sociocultural factors on a child's learning and development. Three basic principles underlying Vygotsky's sociocultural theory examine the influences of social context on learning, the acquisition of language in context to the social environment, and the relationship of language on cognitive development."

Tags:child, development, cognition, thought, language, zone, of, proximal, development, scaffolding

Abstract
This paper examines the theories of discipline and obedience in the Montessori method of education for children. It begins with a definition of terms intrinsic to this philosophy, and them moves to explain how they are central and interconnected to the Montessori philosophy. It concludes that self-control and personal freedoms allow each student to develop into a normalized person.

From the Paper
"Discipline and Obedience in the Montessori Philosophy Dr. Maria Montessori came to develop her philosophies regarding discipline and obedience from her work with both children with and without special needs. From her beliefs that one must enable and observe the child to interact with the environment stemmed a school system which involves supporting the student in their own natural surroundings, yet transfiguring this environment to allow the student to achieve higher levels of success. As thus her ideas surrounding the models of discipline and obedience are central in allowing the young student to aim towards their inner potential. As discipline and obedience are connected through the natural growth and aims of each individual student and teacher, the normalization of each child is fostered by the freedoms allowed to them in the environment prepared and cultivated to be replicated the natural environment by the teacher. For Montessori followers, disciple and obedience are truly linked to"

Tags:discipline, obedience, montessori

Abstract
This is a personal account of a 21st century educator who is planning to continue learning and furthering her career working with children. She analyses her strengths, weaknesses, opportunities and threats with references to various articles and papers that assess issues and future trends in education.

From the Paper
"I have prior experience as a 21st century educator through my childcare experience as a preschool teacher, and as a learner through completing my Certificate III in children's services. This experience has already given me an insight into life as a 21st century educator, and has inspired me to continue learning and furthering my career working with children, and enhancing their learning. This will beneficial for me in my future career, as I can use my past experiences to learn from, and draw upon to extend my future experiences teaching children.
Through Holland's vocational theory I have found that I am a social and creative person (Levinson, 2007). My understanding of Holland's vocational theory enables me to gauge others' personalities which will become necessary not only through my group assignments through university but amongst colleagues in the workplace and interacting with students. My workplace directly compliments my personality type as it is mostly compliant with social types which is crucial in my efforts to gain career fulfillment (Levinson, 2007).
Whilst studying Myer-Briggs type indicators (MBTI) I have found that I have an Introverted Intuitive Feeling Judgment (INFJ) personality type (Reinhold, 2006). My MBTI lives in the future with imagination and creativity as natural instincts (Poirier, n.d.). Through my positive outlook of the future I feel I can help children gain a positive attitude towards their own future within the knowledge society. Volf and Katerberg (2004) explain hope for the future:
"Over the last three decades a major cultural shift has taken place in the attitudes of Western societies toward the future. Optimism has given way to a sense of ambiguity... (which) threatens to stifle hope at a personal as well as a social level." (p. 415)"

Tags:learning, childcare, vocational

Abstract
This paper looks at the importance of a leadership skills for a director within a community child-care center. It discusses issues such as communication, motivation and differences between managers and leaders.

From the Paper
"Child care centers are more than physical structures performing specific functions. They are also complex social systems with intricate networks of relationships. As in other human service organizations, success in a child care center depends on the quality of personal interactions. If the center is healthy, it is continually growing, adapting to change and effectively utilizing its most valuable resource, its people. Such an environment sends to staff, children, parents and community a feeling of warmth and genuine concern. Although achieving this kind of positive atmosphere does not occur by accident. It is the product of carefully exercised management and leadership (Jorde-Bloom, 1982, 216). Traditionally, it is the Director of the center who sets the emotional environment of the organization. As its most visible leader, the director must balance short-term needs with long-term goals and create an environment based on mutual respect in which people will grow and be nurtured."

Tags:childhood, early, leadership, management, theory

Abstract
This paper begins with an overview of some of the major ideas of human development. The overview includes a discussion of Eric Erikson's theory of psychosocial development, Albert Bandura's social cognitive theory, and Jean Piaget's four major stages of cognitive development. The paper suggests that teachers who understand these theories have a better chance of applying them in the classroom and boosting their students' self-esteem. Finally, a soft and relaxing classroom environment, emotionally responsive teachers, effective discipline strategies and multi-cultural classrooms are discussed as ways of putting the development theories into practice.

From the Paper
"They also want to do many things that adults do and in the process, and if they overstep their bounds a little, they might feel a little guilty. One example of this is when a 3 year old wanted to make breakfast for her parents one Sunday morning. She got out all of the condiments, milk, and eggs from the refrigerator, and set them on the floor. She was about to start "cooking" when her mom got up. The child was in trouble, because she tried to do "adult" things, but was developmentally unable to complete her "mission". Her parents were worried about her safety, but she didn't see it that way and felt bad about what happened."

Tags:bandura, developmental, education, erikson, piaget, psychology, teachers, teaching

Abstract
This paper discusses the impact of legislation on the shape of educational services for students with visual impairments. The writer points out four child development theories that are most frequently used to support the practice of early education. The paper also explores support systems for children and parents as well as environmental issues for visually impaired children.

From the Paper
"Students who are blind or visually impaired have received educational services for many years. The first of these services were provided by men and women who, despite the prevailing attitudes and practices of their day, believed that children who were blind were capable of success in education and in life. These early pioneers and the countless others who have come after them have provided a rich, solid foundation for the education of visually impaired students. (Holbrook, Koenig, 2000). Nowadays, students who have very low vision and even those who are blind, usually attend regular classes, although they will require various types of support. This may include specialized lighting and equipment, and the assistance of a teacher's aid. Most school systems have procedures for providing materials in large print or Braille, and computers have hugely increased the access of blind students to a whole range of resources (Foreman, 2001)."

Tags:education, impairments, special, visual